The impact of teaching strategy based on multiple intelligence approach on the academic achievements of SHS students in science

Abstract

The purpose of this study was to investigate the effects of a Teaching Strategy based on Multiple Intelligence on students‟ academic achievement in science courses. One hundred and twenty (120) students from two different classes (Experimental N=60 and Control N=60) participated in the study. Two second-year classes in the Asuansi Technical Institute which comprised Electrical Engineering Technology and Fashion Design Technology students were selected using purposive sampling for the study. They were later categorized into a control group and the experimental group. The group which was assigned as the experimental group was instructed through a Teaching Strategy based on Multiple Intelligence whereas the other group was traditionally instructed. This experimental study lasted six weeks. To assess the superiority of the Multiple Intelligence Teaching Strategy, a ten-item science achievement test was given. The hypotheses were tested using an independent sample t-test. The p-value for the post-test was 0.0001 which is less than 0.05. These results showed that there was a statistically significant effect of treatment on students' achievement in science. This means that students who were instructed through a Teaching Strategy based on Multiple Intelligence achieved a higher score. Students responses were given by using self-assessment and all the students said the lesson gave them knowledge and skills that are useful for their lives, they are clear with the explanations given, they didn‟t find difficulties to understand the lesson, enjoyed the activities, have great fun and can complete assignments given. At the end of the study, it was revealed that the students who were exposed to Multiple Intelligence instructional approach have enhanced knowledge in the lesson given. It was, therefore, concluded that a Teaching Strategy based on Multiple Intelligence significantly enhanced students' learning of science, regardless of the preferred learning style of students.